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Books on the topic 'The model of creative development'

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Published: 4 May 2022
Last updated: 5 May 2022

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1

Jan, Allen, ed. Early childhood curriculum: A creative-play model. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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2

Jan, Allen, ed. Early childhood curriculum: A creative play model. 4th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2008.

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3

Catron, Carol Elaine. Early childhood curriculum: A creative-play model. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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4

Aghion, Philippe. A model of growth through creative destruction. Cambridge, MA: National Bureau of Economic Research, 1990.

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5

Caballero, Ricardo J. How high are the giants' shoulders: An empirical assessment of knowledge spillovers and creative destruction in a model of economic growth. Cambridge, MA: National Bureau of Economic Research, 1993.

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6

Kai fang jing ji xia chuang zao xing zhi li yu Zhongguo chan ye fa zhan: The creative intelligence and industry development in China under opening economic environment. Beijing: Zhongguo she hui ke xue chu ban she, 2006.

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7

Pogodina, Svetlana. The development of children's visual creativity under the influence of artistic standards within the framework of the concept of transformable aesthetic archetypes. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1857069.

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The monograph, based on many years of experimental research and analysis of scientific sources, analyzes psychological and pedagogical ideas in the field of children's productive activity and substantiates a new methodology for the development of visual creativity in preschool and primary school children in educational institutions of various types. The educational model of the development of children's visual creativity, proposed and substantiated by the author, creates favorable environmental and methodological conditions for the manifestation of creative initiative, stimulates imaginative thinking, eliminates artistic standards and stereotypes of perception of the world and its expressive display in creative activity, releases the primordial deep experience of imaginative perception of the world by a child and directs it to create a high-quality artistic product when with the help of expressive means mastered by the child during training. The grounded and tested scale of assessment of quality of development of children's fine art and pedagogical technology of development of children's fine art under the influence of artistic standards are presented. For a wide range of readers interested in the upbringing and education of children.
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8

United Nations. Commission for Social Development, ed. Presentation to the United Nations Commission for Social Development, 45th session, 7-16 February 2007: Promoting employment and decent work for all : towards a good practice model in Namibia : research paper. Windhoek: [s.n.], 2007.

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9

Varlamov, Oleg. Mivar databases and rules. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1508665.

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The multidimensional open epistemological active network MOGAN is the basis for the transition to a qualitatively new level of creating logical artificial intelligence. Mivar databases and rules became the foundation for the creation of MOGAN. The results of the analysis and generalization of data representation structures of various data models are presented: from relational to "Entity — Relationship" (ER-model). On the basis of this generalization, a new model of data and rules is created: the mivar information space "Thing-Property-Relation". The logic-computational processing of data in this new model of data and rules is shown, which has linear computational complexity relative to the number of rules. MOGAN is a development of Rule - Based Systems and allows you to quickly and easily design algorithms and work with logical reasoning in the "If..., Then..." format. An example of creating a mivar expert system for solving problems in the model area "Geometry"is given. Mivar databases and rules can be used to model cause-and-effect relationships in different subject areas and to create knowledge bases of new-generation applied artificial intelligence systems and real-time mivar expert systems with the transition to"Big Knowledge". The textbook in the field of training "Computer Science and Computer Engineering" is intended for students, bachelors, undergraduates, postgraduates studying artificial intelligence methods used in information processing and management systems, as well as for users and specialists who create mivar knowledge models, expert systems, automated control systems and decision support systems. Keywords: cybernetics, artificial intelligence, mivar, mivar networks, databases, data models, expert system, intelligent systems, multidimensional open epistemological active network, MOGAN, MIPRA, KESMI, Wi!Mi, Razumator, knowledge bases, knowledge graphs, knowledge networks, Big knowledge, products, logical inference, decision support systems, decision-making systems, autonomous robots, recommendation systems, universal knowledge tools, expert system designers, logical artificial intelligence.
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10

Model-based development: Applications. Upper Saddle River, NJ: Addison-Wesley, 2011.

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11

Ivanov, Viktor V. Model Development and Optimization. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4062-5.

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12

Beydeda, Sami, Matthias Book, and Volker Gruhn, eds. Model-Driven Software Development. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-28554-7.

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13

de Rambures, Dominique. The China Development Model. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137465498.

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14

Ivanov, Viktor Vladimirovich. Model development and optimization. Dordrecht: Kluwer Academic Publishers, 1999.

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15

Amadi, Chima S. Church human resources development model: Applying Jesus' spiritual willingness development model. Owerri, Imo State Nigeria: Springfield Publishers, 1996.

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16

The nature of creative development. Stanford, Calif: Stanford Business Books, 2006.

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17

Feinstein, Jonathan S. The nature of creative development. Stanford, CA: Stanford Business Books, 2006.

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18

Freed, Alan David. Model development in viscoplastic ratchetting. [Washington, D.C: National Aeronautics and Space Administration, 1990.

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19

Suryanto, Adi. Model community development di daerah. Jakarta: PKKOD-LAN, 2011.

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20

Wendy, Bowkett, ed. 100 ideas for teaching creative development. London: Continuum, 2008.

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21

Borgianni, Yuri, Stelian Brad, Denis Cavallucci, and Pavel Livotov, eds. Creative Solutions for a Sustainable Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86614-3.

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22

Onishi, Akira. FUGI global model 9.0M 200: Integrated global economic model for sustainable development. Tokyo: Soka University, Institute for Systems Science, 2000.

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23

Pierce, Byron J. Computer menu task performance model development. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1990.

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24

Korean economic development: An interpretive model. Westport, Conn: Praeger, 1994.

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25

Tam, Henry Benedict. Citizenship development: Towards an organisational model. Luton: Local Government Management Board, 1994.

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26

Como, Perry. Community work development: A marketing model. [Menominie, Wis.?]: Materials Development Center, School of Education and Human Services, University of Wisconsin-Stout, 1986.

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27

Moffatt & Nichol. Barataria Basin: Hydrodynamic & salinity model development. [New Orleans, La.]: Moffatt & Nichol, 2005.

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28

Mutalib, Mahazan Abdul. Leadership development model for religious leaders. Kuala Lumpur, Malaysia: IKIM Press, 2014.

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29

Pires, Luís Ferreira, Slimane Hammoudi, and Bran Selic, eds. Model-Driven Engineering and Software Development. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94764-8.

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30

Deved¿ic, Vladan, Dragan Djuric, and Dragan Ga¿evic. Model Driven Engineering and Ontology Development. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00282-3.

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31

Schallmo, Daniel R. A. Erfolgreiches Business Model Development für Gründungen. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-32140-6.

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32

Hammoudi, Slimane, Luís Ferreira Pires, Joaquim Filipe, and Rui César das Neves, eds. Model-Driven Engineering and Software Development. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25156-1.

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33

Hazzan, Orit, and Ronit Lis-Hacohen. The MERge Model for Business Development. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6.

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34

Hammoudi, Slimane, Luís Ferreira Pires, and Bran Selic, eds. Model-Driven Engineering and Software Development. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11030-7.

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35

Desfray, Philippe, Joaquim Filipe, Slimane Hammoudi, and Luís Ferreira Pires, eds. Model-Driven Engineering and Software Development. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27869-8.

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36

Catron, Carol E., and Jan Allen. Early Childhood Curriculum: A Creative Play Model (4th Edition). Prentice Hall, 2007.

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37

Catron, Carol E., and Jan Allen. Early Childhood Curriculum: A Creative Play Model (4th Edition). 4th ed. Prentice Hall, 2007.

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38

Catron, Carol E., and Jan Allen. Early Childhood Curriculum: A Creative Play Model (3rd Edition). 3rd ed. Prentice Hall, 2002.

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39

(Editor), Jan Allen, and Carol Elaine Catron (Editor), eds. Early Childhood Curriculum: A Creative Play Model (2nd Edition). 2nd ed. Merrill Publishing Company, 1998.

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40

(Editor), Jan Allen, and Carol Elaine Catron (Editor), eds. Early Childhood Curriculum: A Creative Play Model (2nd Edition). Merrill Publishing Company, 1998.

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41

Catron, Carol E., and Jan Allen. Early Childhood Curriculum: A Creative Play Model (3rd Edition). Prentice Hall, 2002.

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42

Liou, Shyhnan, and Chia Han Yang. Innovation in Cultural and Creative Industries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190455675.003.0011.

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This chapter proposes a dual-mechanism model of innovation to understand the development of cultural and creative industries (CCIs) by bringing insights from culture and creativity research. First, we introduce the development and evolution of various countries’ CCIs, together with the challenges they currently encounter for future development. Second, drawing upon frontier research on culture and creativity and successful cases of CCIs, we introduce a dual-mechanism framework that pertains to the processes underlying the reciprocal relationship between culture and creativity and multicultural convergence to gain a more nuanced understanding of how CCIs develop. Lastly, we derive from this framework major propositions for overcoming the challenges faced by CCIs, and we propose future directions for further developments. This chapter demonstrates promising ways of applying culture and creativity research to industries.
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43

Mumford, Michael D., Tyler J. Mulhearn, Logan L. Watts, Logan M. Steele, and Tristan McIntosh. Leader Impacts on Creative Teams. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190222093.003.0006.

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Although many variables influence the creativity of teams, leadership has been found to be one of the more important influences. In the present effort, a tripartite model describing the key functions leaders must perform to encourage team creativity is proposed. This model holds that leadership of creative teams requires complex thinking skills. In addition, leaders must be able to plan creative projects, and they must be able to sell these projects to others. Finally, leaders must build the psychological, or creative, capital of team members. The implications of these observations for effective leadership of creative teams and the development of leadership potential are discussed.
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44

Guerrero, Nina, David Marcus, and Alan Turry. Poised in the Creative Now. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.10.

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Nordoff-Robbins music therapy was founded through the pioneering collaboration between Paul Nordoff (1909–1977), an accomplished composer and pianist, and Clive Robbins (1927–2011), an innovative special educator. Their partnership began in 1959 at Sunfield Children’s Homes in Worcestershire, England, and they worked together for approximately 16 years in Europe and the United States. In 1975, formal training began at the newly opened Nordoff-Robbins Music Therapy Centre in London. In the same year, Clive Robbins formed a new music therapy team with his wife Carol Robbins (1942–1996). The Robbins’ developed and disseminated the Nordoff-Robbins model, and in 1990 they established the Nordoff-Robbins Center for Music Therapy at New York University’s Steinhardt School of Culture, Education, and Human Development. Throughout its history, the clinical techniques, training methods, and research within this model have been based in close engagement with clinical work.
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45

Da Costa, Dia. Ordinary Violence and Creative Economy. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040603.003.0003.

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In this chapter, the global creative economy discursive regime is shown to be a spatially-differentiated and power-laden practice. Analyzing the ways in which heritage, creative economy and urban development have become inseparable concerns in India, Delhi and Ahmedabad, it shows that creative economy discourse relies upon and reinforces entrenched colonial capitalist structures of production and rule. Locating the emergence of hope and optimism, the chapter argues that creative economy practices replace, rebrand, and profit from rebranding older modes of governance and their ordinary violence located in class, caste, gender and religious relations. In so doing, creative economy practices aestheticize the profound and normal contradictions of contemporary capitalist development and democracy in India.
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46

Roberts, Brent W., and Patrick L. Hill. The Sourdough Model of Conscientiousness. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0009.

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Conscientiousness is a spectrum of constructs that describe individual differences in the propensity to be self-controlled, responsible to others, hard-working, orderly, and rule abiding. This chapter discusses the factors that are critical for the development of conscientiousness. It introduces a bread-making analogy, stating that the creation and development of conscientiousness is akin to making sourdough bread. The analogy identifies the key ingredients that serve as the basis to conscientiousness, the environmental conditions under which conscientiousness is fostered, and the timing issues critical to the full development of the trait. The chapter also discusses the implications of this transactional model of the development of conscientiousness for interventions intended to foster conscientiousness in students.
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47

Paletz, Susannah B. F., Ivica Pavisic, Ella Miron-Spektor, and Chun-Chi Lin. Diversity in Creative Teams. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190455675.003.0008.

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This chapter synthesizes literature on multidisciplinary and multicultural creative teams. We examine the main similarities and differences between cultural and disciplinary diversity; summarize the primary, relevant theories; describe the extant literature on the relationship between team diversity and creativity, information sharing, conflict, and other factors; and point out gaps in the literature and potential future work. Diversity can benefit creativity if the underlying breadth of perspectives is harnessed, but the relationship between diversity and creativity is a complex and heavily moderated one. This chapter integrates recent advances, such as multilevel theory, the importance of shared mental models, and different aspects of creativity. In addition, this chapter highlights the importance of faultlines, or when multiple types of diversity align within the same team. Future research should take a broader systems perspective, examining factors such as type and degree of diversity, context of the team, and time/group development, among other variables.
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48

Volberda, Henk, Frans van den Bosch, and Kevin Heij. Levers for Business Model Innovation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792048.003.0004.

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Chapter 4 shows how firms can use four different levers—technology, management practices, organizational forms, and co-creation—for business model innovation, and questions which combinations of levers are the most successful. The chapter starts by showing how Polaroid’s strong focus on developing technological skills was not accompanied by the development of new markets and distribution channels. The case demonstrates that mediocre technology with a superior business model can deliver more value than superior technology with a mediocre business model. Research on the firms Ericsson, Muji, Oticon, and Zara to see how they use the four levers to innovate their business model reveals that adjusting management practices is the most important in both renewal and replication. Examples of firms using different combinations of levers are TomTom’s technologically oriented renewal (combining new technologies with entrepreneurial management practices), Ericsson’s internally oriented renewal (through technology, agile management practices, and organizational forms), Procter & Gamble’s externally oriented renewal (through co-creation, new management practices, and organizational forms), and DSM’s integrated renewal (using all four levers).
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49

Joshi, Mahesh K., and J. R. Klein. Entrepreneurship as the New Driver of Business. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827481.003.0019.

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Entrepreneurship has enabled the individual to challenge existing corporations with a new model more efficient than the traditional one. The entrepreneur’s model provides almost instant connection to local geography and international markets at the same time. With the support of capital, entrepreneurs are not only driving a creative destruction of existing business but also developing new business models, ideas to make new products, and developing new technologies. Places like Silicon Valley provide the ecosystem required for successfully breeding entrepreneurship with its education system with cutting-edge research, culture, acceptance of failure, and availability of finance. Entrepreneurial development has moved from the development hardware and software, to the creation of, and access to, technology platforms, and the development of new business models. Replication of new business models is now almost instantaneous.
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50

Mittelman, James H. The Development Paradigm and Its Critics. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.421.

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Development cannot be separated from global political economy, but it is an inherent component of the latter. The concept of development was popularized through expansion of colonization, and underwent various transformations as the socio-political structure of the world changed over time. Thus, the central task of development theory is to determine and explain why some countries are underdeveloped and how these countries can develop. Such theories draw on a variety of social science disciplines and approaches. Accordingly, different development paradigms have emerged upon which different scholars have shown profound interests and to which they gave extensive criticisms—modernization, dependency, Marxism, postcolonialism, and globalization. With the recent emergence of the post-modern critique of development, power has become an important subject in the discourse of development. Nevertheless, a full theoretical understanding of the relations between power and development is still in its fledgling stage. Though highly apparent in human societies, social power per se is a polylithic discourse with no unified definition and implication, which has led different proponents of development paradigms to understand power differently. Although there is a dialectic contradiction between the different dialogic paradigms, the reality of development theory is that there is a large choice of theories and models from which field practicioners will draw pragmatically the most appropriate elements, or they will create their own model adapted to the situation.
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